The communicative aspect of the linguocognitive approach to foreign language teaching

Abstract

Importance. The modern state of foreign language teaching methods evokes the issue of optimizing and transforming such teaching in accordance with the requirements of the time, the changing society and new scientific paradigms, especially those affecting the issues of cognitive and communicative human activity. Under these conditions, advances and the results of modern areas of cognitive linguistics as well as the wide range of closely related cognitive sciences gain significant importance, demonstrating potential for their integration into the educational process. The purpose of the research is to isolate the communication and communicative activity interpretation key features from the cognitive sciences’ standpoint and their inclusion in the structure of communicative foreign language teaching through the linguocognitive approach perspective. Materials and Methods. The materials of the research include the scientific works of domestic and foreign researchers-cognitologists and specialists in the field of foreign language teaching methods. The research methods involve the analysis of scientific literature on the research problem, synthesis, generalization, systematization and classification. Results and Discussion. The current views on communication as part of teaching foreign languages are affected by a number of trends in cognitive linguistics and cognitive sciences in general, relevant for modern communicative foreign language education are studied. The research singles out the main components of communication from the standpoint of the cognitive sciences as well as identifies significant factors that determine effective communicative interaction in social and educational contexts. The key provisions of the linguocognitive approach to foreign language teaching are formulated, reflecting the essential side of communication in the target language within the framework of the lesson and situations of real communicative interaction. The research specifically focuses on the importance of taking into account the technological side of communication in modern society and educational environment. Conclusion. Communication as a meaningful interaction phenomenon in a foreign language class remains a foreign language education’s key element. Changes in the communicative interaction’s essence and content understanding under the cognitive sciences and the modern society digital transformation developments’ influence predetermine the significance of the linguocognitive approach as a promising approach to foreign language teaching in the modern educational context.